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ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
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questions or comments to
IJLT Editorial Office
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
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2017
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Volume 3, No. 4, December 2017
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Comparison Study in College Students Learning English with Self-Efficacy, Self-Directed Learning, Motivation and Learning Activities in Yunnan and Taiwan of China
Yu-Cheng (Roscoe) Shen
Teacher Education College, Qujing Normal University, Qujing City, China
Abstract
—English as a foreign language (EFL) has adopted the concept and implemented in both China and Taiwan teaching, however, the general impression is college students in English performance is not well in both sides of
Taiwan Strait. Of significant factors influencing learning English learning factors, individual learner differences may be the most crucial. It was the aim of this study to investigate the relationships among self-directed learning in the domain of English as Foreign Language self-efficacy, and motivation in Taiwan and Yunnan respectively. The Self-Directed English Learning Survey used in this study was a researcher-constructed survey. 604 college students
from college in Taiwan and Teacher Education in Yunnan participated in the study. The analysis of One Way ANOVA and Dennett’s test indicated that gender, academic, and English all had significant effects on students in the constructs of self-directed English learning, self-efficacy, and motivation. In addition, results indicated that the difference between lower and higher score participating groups were more related to self-directed learning, self-efficacy than motivation. Implications are to increase effective instruction activities, students needed t
o do more English learning activities. The more positive individuals’ attitudes, the more intrinsically motivated individual, which
can further increase their perseverance in pursuit of English learning.
Index Terms
—motivation, self-directed learning, self-efficacy
Cite: Yu-Cheng (Roscoe) Shen, "Comparison Study in College Students Learning English with Self-Efficacy, Self-Directed Learning, Motivation and Learning Activities in Yunnan and Taiwan of China," International Journal of Learning and Teaching, Vol. 3, No. 4, pp. 315-319, December 2017. doi: 10.18178/ijlt.3.4.315-319
12-LT0028
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